celebrate creative engagement: find your voice, use your voice · 2017. 3. 21. · ocdsb –...

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OCDSB – Celebrate Creative Engagement: Find Your Voice, Use Your Voice

January 2015

Celebrate Creative Engagement: Find Your Voice, Use Your Voice Student Conference: A Summary of Ideas

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CONTENTS

How We Got Here .......................................................................................................................................................... 4

Student Inquiry: Students as Researchers Conference ................................................................................................. 7

Celebrate Creative Engagement: Find your Voice, Use your Voice ............................................................................... 7

Setting the Stage for Hearing the Student Voice ....................................................................................................... 7

What We Learned from Students .................................................................................................................................. 7

What We Learned from “Speak Up in a Box” ............................................................................................................ 7

Question #1: In what situations in school have you felt safe enough to express yourself? .................................. 8

Question #2: What does it look like when you are fully immersed in learning and creating something? ............ 9

Question #3: How do you learn best? ................................................................................................................. 10

Question #4: What do you think is the connection between creativity and learning? ....................................... 11

World Café Scenarios ............................................................................................................................................... 12

Scenario #1: ......................................................................................................................................................... 12

Scenario # 2: ........................................................................................................................................................ 17

Use Your Voice ............................................................................................................................................................. 18

What ideas from today could be used at your school to help others find their voice? ...................................... 18

Join Us .......................................................................................................................................................................... 19

Appendix A: Speak up in a Box Responses by Conditions Identified by the OCDSB ................................................ 20

Appendix B: World Café Scenarios .......................................................................................................................... 23

Appendix C: Student Evaluation of the Student Conference ................................................................................... 25

Contributors................................................................................................................................................................. 27

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“The beautiful journey of today can only begin when we learn to let go of yesterday.”

~ Steve Maraboli, Unapologetically You: Reflections on Life and the Human Experience

HOW WE GOT HERE

Today’s leaders in business, government and not-for-profit organizations are increasingly calling for creativity, innovation and critical thinking in employees, volunteers, community leaders and citizens. In 2005, the Ottawa-Carleton District School Board (OCDSB) recognized an exceptional opportunity for educational systems to not only step up and fulfil this need, but to also research and determine exactly how we can best help people of all ages become the creative, engaged, critical thinkers required for today’s society and our future.

In the fall of 2012, the Ottawa-Carleton District School Board (OCDSB) released Unleashing Potential, Harnessing Possibilities: an odyssey of creativity, innovation & critical thinking. This living document and action research paper provided a snapshot of the OCDSB’s progress of working in collaboration with a variety of educators, researchers and stakeholders to understand the conditions that create an environment allowing creativity to flourish.

Underscoring the interest in the subject of creativity, the report was extremely well-received. With widespread distribution, it has earned the attention of other school boards, a range of organizations and companies, and even the Premier of Ontario.

Unleashing Potential, Harnessing Possibilities captured the major milestones in the OCDSB’s journey, most notably how it:

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• Developed and implemented a Leadership Narrative and Principles of Creative Leadership, both focused on shaping the culture of the District into a positive environment that encourages and supports the diverse talents, ideas and creative capacities of every person throughout the organization.

• Restructured its leadership initiatives to ensure more inclusive opportunities for involvement, not only by employees, but also by students, parents, community members, employers and representatives from many stakeholder groups.

• Invited international and local leaders in the field of creativity to join the conversation, and undertook an examination of global research to reveal seven key conditions essential for the fostering of creativity.

• Posed the question to thousands of people, “Under what conditions do healthy and creative individuals and organizations flourish?” and documented the answers.

• Captured the key ways it has fostered creative engagement, encouraging ideas to emerge from all employees and stakeholders.

• Expanded the definition of creativity to include appreciative inquiry, breaking away from the traditional problem-centred view of creativity and inspiring people to focus on discovering “what can be” through transformation and change.

• Undertook an employee census and a comprehensive student survey, which supports its diversity and equity framework.

• Began building and celebrating a library of best practices, which are being catalogued at the www.leadthewaytocreativity.com website.

• Embedded its learning into its strategic plan, supporting key priorities of Well-Being, Engagement, Leadership and Learning, as well as the OCDSB Board Improvement Plan for Student Achievement and the School Improvement Plans for Student Achievement.

• Developed two key strategies for improving student achievement: a focus on creative, innovative and critical thinking and problem solving, and ongoing assessment and feedback.

• Realized that effective instructional practices needed to foster the diverse talents and abilities of every learner. An enhanced focus on instructional strategies (such as differentiated instruction to appeal to different learning styles, for example) has provided more authentic, engaging, joyful learning environments for all students. This strategy to foster creativity across the organization is central to the OCDSB’s plans to improve the achievement and wellbeing of all students.

http://www.leadthewaytocreativity.com/

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In the first stage of its journey, the OCDSB conducted an examination of global research to reveal seven key conditions essential for the fostering of imagination and creativity. These included:

1. Embracing creativity as an organization 2. Understanding the critical connection between diversity and creativity 3. Recognizing that good ideas can come from anywhere within, or outside, of an

organization 4. Enabling people to experiment and fail 5. Creating a balance between autonomy and structured processes 6. Embracing new forms of leadership 7. Understanding the need to create fun, meaningful environments

At the same time, the OCDSB conducted its own research to identify 10 conditions for fostering healthy and creative individuals and organizations. These included:

1. A safe and positive environment 2. Time to create 3. Autonomy and empowerment 4. A respectful and trusting culture 5. Open communication, feedback and recognition 6. Having the necessary methods/tools/resources supported by professional

development 7. Encouragement of leadership at every level 8. A purposeful environment 9. Teamwork and collaboration 10. Passion

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STUDENT INQUIRY: STUDENTS AS RESEARCHERS CONFERENCE

CELEBRATE CREATIVE ENGAGEMENT: FIND YOUR VOICE, USE YOUR VOICE

SETTING THE STAGE FOR HEARING THE STUDENT VOICE

In order to better understand student perceptions around conditions for fostering healthy and creative individuals and creative engagement, the OCDSB hosted a Students as Researchers Conference at the Ottawa Convention Centre on Wednesday, February 26, 2014. School teams identified three to five students, reflective of the broad and diverse school population, to attend the conference where an inquiry was conducted to unveil conditions for engagement in learning at the OCDSB. Students applied research methods throughout the day, including:

• Speak Up in a Box sessions • World Café Scenarios

They also collected narrative input and provided feedback on their experience and learning at the end of the day. Each interactive session was facilitated by student leaders and was structured to gather the most information possible in a short timeframe. Consolidation sessions in the afternoon encouraged the discussion and sharing of ideas that had emerged throughout the day.

WHAT WE LEARNED FROM STUDENTS

Analysis of student responses from the inquiry activities provides both key themes and concrete ideas for next steps for ensuring conditions required for creative engagement of students.

WHAT WE LEARNED FROM “SPEAK UP IN A BOX”

When given the opportunity to respond to four questions in small groups, students’ ideas were rich and informative. The questions posed during the “Speak Up in a Box” activity were:

“One of the very important characteristics of a student is to question. Let the students ask questions.”

~ A.P.J. Abdul Kalam

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1) In what situations in school have you felt safe enough to express yourself? 2) What does it look like when you are fully immersed in learning and creating something? 3) How do you learn best? 4) What do you think is the connection between creativity and learning?

Several themes emerged within each question, many overlapping with the conditions previously identified by the OCDSB for fostering healthy and creative individuals. The emerging themes have been mapped onto the OCDSB conditions in Appendix A.

QUESTION #1: IN WHAT SITUATIONS IN SCHOOL HAVE YOU FELT SAFE ENOUGH TO EXPRESS YOURSELF?

THE IMPORTANCE OF FEELING COMFORTABLE:

Many students spoke about feeling “safe” when they are in together informally in small groups with friends or people they know well, during lunch hours, in the halls, at recess, or before or after school. Whether with friends, teachers, or peers, it is important for them to feel that they are not being judged. Students are more able to express themselves when they know the people around them or are in casual seating as opposed to more formal arrangements. Students desire to have trusting relationships with those around them.

"[I feel safe} when I’m in a classroom with people I know and I am close to; I wouldn’t express myself with people I don’t know; no one will judge you and we’re all part of it for pretty much the same reason." ~ Student

THE VALUE OF STRUCTURED DISCUSSIONS

While some students find open discussions intimidating, others talked about the importance of open discussions or debates in classes in helping to foster an environment where they felt safe enough to express themselves. Students want to have confidence and to feel that what they say will be heard and received. Teachers play an important role in creating an environment where students feel comfortable. Characteristics of teachers who foster safe environments included friendly, engaging, fair and equal, encouraging, and respectful. Students expressed that it is important for teachers to be able to "see your point of view".

Participants provided examples of situations where they felt safe, including leadership camp, on field trips, or when doing subjects they were best at or passionate about. When students are

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comfortable with the subject matter, they are more likely to speak up. Link Crew was mentioned as important because "it is a new place and it gives you people that you can relate with". Leadership camps were seen as an important opportunity to be able to express their ideas, and some also suggested they were able to discuss their thoughts with guidance counselors or other staff who played a supportive role for them.

QUESTION #2: WHAT DOES IT LOOK LIKE WHEN YOU ARE FULLY IMMERSED IN LEARNING AND CREATING SOMETHING?

BUILDING A RELAXED ENVIRONMENT

“Being fully immersed in learning” is expressed differently by different students. Many referred to the environment and the importance of creating a relaxed atmosphere; some wanted silence or tranquility, while others wanted quiet music. The ability to focus all of their attention, or the attention of a whole class on the subject at hand was seen as important in becoming fully immersed in learning.

GETTING IN “THE ZONE”

Several students described being "focused" or "in a zone" when they were involved in activities that were interesting to them, where they could take their time to think about things and not feel "rushed”. They described it as easier to get into this "zone" or "focus" when they were immersed in interesting topics or real world examples. Students suggested it was easier to be focused if the topics had practical use and/or real world application, or they were doing hands on activities, or they were combining thinking with doing. Students talked about the value of varying individual and group work to help students get in this zone. Students mentioned that practical examples or opportunities to interact and “do” something were important. As one student said "a textbook is sometimes useful but this varies for subject. For example, for math a textbook can be good but history should be more discussion based". Activities perceived as not conducive to being fully immersed in learning included writing exams or taking tests.

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TEACHER EXCITEMENT BREEDS STUDENT EXCITEMENT

Teachers play a pivotal role in helping students to feel fully engaged in learning and creating. Students discussed the importance of teacher knowledge and passion for the subject as inspiring them in addition to using instructional strategies that made learning fun. Students also felt motivated to engage when they were given opportunities to brainstorm and collaborate because it "helps develop the ideas".

When asked to describe the conditions under which learning is so much fun that they lose all track of time, the importance of the teachers was clear. Students lose track of time in classes when the teacher "is excited to teach the class" or teachers’ knowledge "matches the subject they are teaching". The use of interactive methods to engage students was cited as key e.g. using Smartboards or other forms of technology, or reenactment and role play.

QUESTION #3: HOW DO YOU LEARN BEST?

LEARNING IS ACTIVE

Students learn best when they are in an interactive environment. The importance of group work or collaboration such as labs, experiments, building something or doing something, as opposed to reading textbooks or completing individual written assignments was highlighted.

Students learn best through activities, games, hands-on activities, or through field trips exploring different subject areas, " (I like)...field trips to help you learn so that you can relate and remember what you did."

“Tell me and I forget, teach me and I may remember, involve me and I learn.”

~ Benjamin Franklin

“The classroom should be an entrance into the world, not an escape from it.”

~ John Ciardi

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MAKING CONNECTIONS TO THE REAL WORLD

Students learn best when they can apply what they learn to the real world or when the work they are doing has connections to their lives. Having choice in selecting topics or assignments to align with interests and passions was suggested as helping them learn best.

ADAPTING TO STUDENT NEEDS

Teachers help to create environments to optimize engagement in learning. Students spoke about the importance of having teachers who are willing to answer questions, or to try to teach in different ways if "you don't get it the first time". Students talked about the importance of having a positive relationship with their teacher, or not feeling like teachers "pick favourites". They reiterated the importance of having a teacher who cares about the subject, and about them as learners.

QUESTION #4: WHAT DO YOU THINK IS THE CONNECTION BETWEEN CREATIVITY AND LEARNING?

WHEN TEACHERS ARE CREATIVE

Students had a range of views about the connection between creativity and learning. Many of them learn or remember things better if they are taught "creatively" or by using a variety of teaching methods. Students discussed individual differences in the creativity process. Some students felt that being creative requires you to think and access certain parts of your brain; and that using those different parts of your brain might help you to remember better.

“What one learns with pleasure we never forget.” ~ Alfred Mercier

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THE GIFT OF CHOICE

Students mentioned the importance of being able to do things that work for them individually instead of always following a particular set of instructions or order. Students appreciate fewer boundaries, and being able to think or do things more "outside the box". Such freedom provides opportunities to both be creative and “learn while doing”. Learning happens by finding different ways to do the same things. Students like having some choice in what they learn and in ways that are different from “normal” or traditional methods. Encouraging students to express themselves and utilizing engaging teaching methods allows students to "get more into it". Open discussions with the class, using more technology, getting to know their class, and simply being relaxed with different ways of doing things were all suggestions made to assist teachers in putting more creativity into learning.

WORLD CAFÉ SCENARIOS

Students participated in two World Café Scenarios where ideal conditions for learning and creating were uncovered. The purpose of the scenarios was to allow students to forget what was, and to dream about the perfect environment for creating and learning.

SCENARIO #1:

YOU ARE NOW THE TEACHER OF ONE PERIOD OF YOUR LEAST FAVOURITE CLASS. USING YOUR CREATIVITY, IMAGINATION, AND WHATEVER YOU HAVE IN YOUR SCHOOL, CREATE A DREAM LESSON THAT YOU THINK EVERYONE CAN ENJOY. WRITE DOWN YOUR IDEAS/PLANS.

AN INTERACTIVE ENVIRONMENT

The dream classes that students created were dynamic and interactive places that required participation and involvement in the lesson. These classes were infused with teachers who exuded enthusiasm and humour and recognized that students learn differently from each other. Pictures were painted of classrooms that were physically different from existing classrooms, with places to "chill" that included comfortable seating, couches, or classes held outdoors so students could be closer to nature. "Dream lessons" or classes were interactive with students on a personal level, had hands-on and group activities to keep students moving

“I am not a teacher, but an awakener.”

~Robert Frost

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and engaged, and gave students opportunities to explore their own interests and test their own hypotheses and strategies.

RECOGNIZING INDIVIDUAL DIFFERENCES AND MAKING CONNECTIONS

Teachers of dream classes were engaged with their students and cared about individual student needs and differences. Teachers were described as knowledgeable and understanding of the material they were teaching. They were willing to answer students' questions or find a different way of explaining concepts if students did not "get it" the first time. These idea educatiors don't just teach from the text, they find real world examples and help students make connections between what they are learning and real life. This was perhaps one of the most important aspects of the dream class; students were always able to make the connection between what they were learning and the "real" world. Dream classes use relatable examples, and the material integrates with other classes. Teachers can help students understand how the material they are learning can help them in the future. The use of interactive methods and incorporating technology into their lessons were recurring themes. Teachers of dream classes are not afraid to share the spotlight and encourage students to help co-create or co-teach the course. Such teachers don't just teach the curriculum, but they also teach students how to learn, how to study, and how integrate the material into what students already know.

THE ROLE OF THE STUDENT

Students in the dream classes also had responsibilities. Students were expected to be present, engaged, and respectful. They were expected to want to learn, and to be willing to ask for help from their teachers.

WHAT HELPS STUDENTS LEARN?

When creating dream classes, students listed a large number of activities or teaching strategies that they felt would make classes more interesting, engaging, and fun. Some of the activities that would be used in their dream class are listed below.

“Study hard what interests you in the most undisciplined, irrelevant, and original manner possible.”

~ Richard P. Feynman

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• games • field trips • activities that

encourage students to move around

• "hands-on" projects/activities

• students teaching lessons

• guest speakers • using multi-media for

presenting material (e.g. pictures, videos, music, presentations)

• assessment quizzes (not for marks)

• student developed videos

• making parodies of a subject

• group projects • co-creating the

classroom • prizes/incentives • choice of presentation

topics • movies • getting outside • re-enactments • skits • community

involvement • writing songs • group work based on

topic of interest • design comic books on

a subject

• making models and videos

• using technology (e.g. iPads and laptops in class)

• class discussions • competitions between

classes • opportunities for

collaboration • business ventures • food • debates • building replicas • designing

questionnaires and trivia

• using manipulatives

So, what DON'T students want? Students listed a number of teaching methods or activities that they found dull or disengaging.

• too much use of textbook

• too much homework • the same learning

environment or process everyday

• overemphasis on lecture format

• too many lengthy tests • lessons that are not

age appropriate

• teachers who are not enthusiastic about a subject

• lessons that are not current

Students created their ideal dream classes for a variety of subjects and talked about activities, strategies, and opportunities to fully engage students in their learning.

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ENGLISH - Students dream about more non-reading activities and more discussions around global themes. They dislike grammar booklets or texts that are viewed as not age-appropriate. They want to incorporate more games, crosswords, movies, skits or plays, debates, literature circles, current events, or group work activities into their English classes. Students asked for opportunities for more choice in their assignments.

FRENCH - Students dream about more opportunities to learn and practice their French in real-world settings; through trips (suggested locations were Paris, Quebec City, or French restaurants), field trips, or skits in their classrooms. Students want less worksheets, and more creative writing, time to practice, discussions about French history and culture, hands on work both inside and out of the classroom, movies (possibly with English subtitles), conversations, opportunities to discuss in French subjects that students are passionate about, debates, and more opportunities to talk as opposed to completing worksheets. HISTORY - Many students spoke about history as a subject they would like to see re-created. Students dream about more opportunities for field trips or trips to museums, more visual teaching methods like movies and videos, and opportunities to re-enact situations. Students want to be able to set up situations where they can "feel" or better understand what people experienced. Students want less rote note-taking and use of text books, and more discussions, debates, group work, and combining of classes. Dream history classes take historical events and make them relevant by helping students understand the impact on their current lives. Students want to learn about history through interactive activities, games, and opportunities to learn and present in ways that interest them. There appeared to be a consensus for history classes: fewer textbooks. GEOGRAPHY - Students dream that geography be more about imagining the places they are studying, through building world maps, recreating the culture, treasure hunts, or other hands-on and interactive projects. Students want field trips to historical landscapes, maps available in various formats (e.g. globes on every desk, maps drawn on the floor, maps in board games). They suggested that recreating the physical appearance and atmosphere of a specific location would be helpful, as would be using technology to study geography.

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MATH - Students dream about math classes that are not all based out of textbooks. They talked about more hands-on activities, time for group work, or independent work, more time for teacher help and patience to explain things differently if students don't grasp the concept the first time. Students dream of math classes where they understand the practical applications of what they are learning, where they use manipulatives, visual aids such as videos, games to teach students, and participate in class discussions. They asked for more brain-teasers and challenges, less repetition, and more hands-on activities. SCIENCE -

In a dream science class, students want opportunities to try things themselves. They dream about more experiments, less books, more field trips, and less report-writing. Visits from scientists, science games, science activities, open discussions, more videos (e.g. Bill Nye),

moving the class around (e.g. outside, to other areas of the school), and finding ways to apply what they are learning to every day contexts or the real world were suggested. Students want a

chance to be scientists in their science classes.

WHAT DO STUDENTS WANT? Overall, students' dream classes were dynamic, interactive, and multi-modal. Students want to feel comfortable asking teacher’s questions and teachers who are enthusiastic about providing answers. In dream classes, a variety of methods and activities are used to teach and learn, and students are provided opportunities for fun, hands-on activities. In dream classes, students can understand the connection of what they are learning to everyday life, and their future.

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SCENARIO # 2:

YOUR MISSION IS TO FIND WAYS TO MAKE EVERYONE FEEL CONNECTED AND A PART OF THE SCHOOL COMMUNITY. HOW WILL YOU MAKE THIS HAPPEN? DESCRIBE YOUR IDEAS AND PLANS.

Students know what helps to make everyone feel welcome and a part of the community. Student ideas are summarized below.

• Valuing differences and individual interests. Students feel welcome when they feel that they have a sense of belonging that can be encouraged by recognizing each individual's unique interests and talents.

• Schools providing extracurricular and outside activities and clubs for students. These activities have to be more than "just sports" and encompass a variety of interests and passions.

• Events such as spirit days, theme days, grades in teams or "colour groupings". Students use these opportunities to meet others, and these days often offer opportunities to work together as a team.

• Providing tokens or incentives through games or competitions. Students like to play together for some sort of reward.

• Staff being visible in the halls and taking time to get to know students. Students feel more connected when they feel that others know them and when staff take the time to ask students about their lives and what is important to them.

• When staff know the community where the school is located. Students feel more connected when they feel their teachers and school staff has taken the time to know and understand the community where the school is located.

• Student ambassadors or mentors (e.g. Link Crew), peer mediation in elementary schools. Providing students with an older student or student leader to ask questions helps them feel connected. Provide older students an opportunity to share their knowledge.

• Holding orientation sessions or events for new students. These events provide opportunities for new students to meet others and feel more comfortable in their future schools.

• Family night showcases. These events provide opportunities for families to also be more connected to the school.

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• Whole school events, or assemblies, especially with icebreakers. Students appreciate being together as a whole school and the opportunity to participate in icebreakers or activities that get them connected to other students.

• School events such as "everyone gets a valentine", first day of class introduction activities, or pay it forward to different classes and grades. This type of activity can include all students in the school to ensure no one is left out.

• Developing common causes or goals to work towards as a school. This could include volunteering for a cause, fundraising, or working together to make something happen.

• "Normalizing" services - meaning that students are not stigmatized for needing to use counselling services, food banks, or other supports.

• Using technology and social media to communicate with students.

USE YOUR VOICE

As part of an evaluation of the Student Conference, students were asked to talk about the value of the day and the activities and discussions they had had, as well as how the ideas could be implemented in schools.

WHAT IDEAS FROM TODAY COULD BE USED AT YOUR SCHOOL TO HELP OTHERS FIND THEIR VOICE?

USE THE SCENARIOS TO START DISCUSSIONS AT HOME SCHOOLS

In addition to appreciating the food that was served (it was mentioned several times), students talked about taking some of the activities and team building ideas back to their home schools in order to be able to help other students find their voices. They saw the potential value of "Speak Up In A Box" to help their student council or teachers get other students' or the public's perspective on issues. "Speak Up In A Box" was highlighted as a way to discuss other issues such as teaching styles, leadership programs, and school events.

IMPLEMENTING SOME OF THE IDEAS

Students also appreciated the opportunity to discuss engaging activities and how to connect to other students. They were passionate about connecting to other students not only within their own school but also networking with those in others schools. They discussed ideas to ensure all students felt connected to the school community.

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CHANGING THE CLASSROOM

Many students appreciated the discussions about classroom scenarios. They talked about creating a dream classroom that is more interactive, with more hands-on opportunities, less text books, and group discussions. The ability to participate in discussions appealed to students because this is how they would like to learn. Students talked about linking creativity to learning by offering opportunities to engage through different projects that appealed to their interests. Students felt that the ideas discussed could be used to design the school of the future.

THE VALUE OF STUDENT VOICE

Perhaps the most apparent theme was that students appreciated being heard, and want other students to be heard as well. They want adults to value the student voice and want to be able to share their opinions in a safe and comfortable environment. The methods used during the day, and the ideas discussed, appeared to motivate participating students to encourage others. A summary of what students liked about the day, and what they would change, can be found in Appendix C.

JOIN US

You’re invited to become a part of something extraordinary. Whether you’re a student, teacher, administrator, parent, employer, business owner, not-for-profit volunteer, community leader or someone who is simply intrigued by creativity and innovation in education, we invite you to join us.

In addition to the resources, ideas and research results available at www.leadthewaytocreativity.com, you can provide your own examples or ideas about how to foster creativity and innovation in the classroom and beyond; find out about events you can participate in; and encourage friends, family and colleagues to contribute to the dialogue. Our initiative is open to everyone...we hope you will join us.

http://www.leadthewaytocreativity.com/

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APPENDIX A: SPEAK UP IN A BOX RESPONSES BY CONDITIONS IDENTIFIED BY THE OCDSB

Condition for Healthy and Creative Individuals

In what situations in school have you felt

safe enough to express yourself?

What does it look like when you are fully immersed in

learning?

How do you learn best?

What do you think is the connection

between creativity and

learning? 1. A safe and positive

environment - Together informally

with friends - Not being judged - Casual seating

arrangements - Needing to have

confidence to speak out.

- LINK Crew, leadership camps help to make students feel safe.

- More likely to contribute when students know the subject matter.

- Importance of a relaxed environment.

- Some students wanted music, others wanted quiet.

- Relaxed and friendly atmosphere.

- Use of music or silence.

- Teachers are relaxed with different ways of doing things.

2. Time to create - - Students are in a “zone”.

- Take the time to think about things and not feel rushed.

- - Time to think and access certain parts of your brain.

3. Autonomy and empowerment

- - In the “zone” when immersed in real world topics or topics of interest to students.

- Importance of hands-on activities, using their hands, or doing something (not always just thinking)

- When students can apply what they learn to the real world.

- When work students are doing have connections to their lives.

- Students want choice selecting topics and assignments to choose something of

- Students can do things “that work for them individually” instead of always following a particular set of instructions.

- Students appreciate fewer boundaries.

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interest to them.

- When they can choose the topic they are to learn about.

4. A respectful and trusting culture

- Role of teachers in creating an environment where students feel comfortable.

- Importance of teachers as friendly, engaging, fair and equal, encouraging, and respectful.

- - Relaxed, friendly atmosphere.

- Teachers don’t pick favourites.

- Teachers get to know their students.

5. Open communication, feedback, and recognition

- Students need to feel that what they said would be heard and received.

- Teachers need to see students’ “point of view”.

- - Teachers who are “helping” or answer questions.

- Teachers who are willing to try to teach in different ways if you “don’t get it the first time”.

- Teachers allow students to express themselves.

- Find different teaching methods to engage students.

- Open discussions in class.

6. Having the necessary methods/tools/resources supported by professional development

- Guidance counsellors or other employees can help students feel safe.

- When teachers’ knowledge matches the subject they are teaching.

- Teachers finding different teaching methods to engage students more.

7. Encouragement of leadership at every level

- - Students can choose their own topics or have flexibility with projects.

- Students can pick their own topics.

- Students can choose their own topics and methods.

8. A purposeful environment

- Importance of open discussions or in-class debates.

- Able to focus attention of individuals, or the class, on the subject at hand.

- Activities, games, hands-on activities, field trips.

- When students can apply what they learn to

- Teachers teach “creatively” or using different teaching methods.

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the real world. - When what

students learn has connections to their lives.

9. Teamwork and collaboration

- - Varying individual and group work.

- Opportunities to brainstorm and collaborate.

- Importance of group work or interactive work (e.g. labs, experiments, building something, doing something).

- Teachers are the connection to how classes are taught.

10. Passion - - Students are immersed when teachers seem interested, or excited about the topic or subject.

- Teachers are “excited” to teach the class.

- Teachers use methods to engage students that are “fun” or “hip’.

- Teacher cares about the subject.

- Teacher cares about the students as learners.

- Teachers want to use different teaching methods to engage students.

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APPENDIX B: WORLD CAFÉ SCENARIOS

Condition for Healthy and Creative Individuals

Scenario #1: Create a dream lesson that you think everyone can enjoy.

Scenario #2: Your mission is to find ways to make everyone feel connected

and a part of the school community. How will you make this happen?

1. A safe and positive environment

- Classrooms are physically different than traditional classrooms, and may have comfortable seating our couches, classes held outdoors.

- Value students’ differences and individual interests.

- Provide extracurricular and outside activities and clubs for students.

- Teachers are visible in the halls and take time to get to know the students.

- Teachers know the community where the school is located.

- Holding family night showcases; providing opportunities for families to be more connected to the school.

- “Normalizing” services so students are not stigmatized for needing to use services (i.e. counselling services, food banks, and other supports).

2. Time to create - Students are expected to be present, engaged, and respectful.

- Students are expected to want to learn and be willing to ask for help from their teachers.

- Have whole school events or assemblies, especially with icebreakers; students appreciate being together as a whole school.

3. Autonomy and empowerment

- Students can explore their own interests and test their own strategies.

- Provide mentorship or leadership opportunities so older students are working with younger students.

4. A respectful and trusting culture

- Teachers are engaged with students and care about student needs and differences.

- Events such as spirit days, theme days, grades in teams, or colour groupings.

- Hold orientation sessions or events for new students; these events provide opportunities for new students to meet others and feel more comfortable in their future schools.

5. Open communication, feedback, and recognition

- Classes are interactive with students on a personal level.

- Teachers recognize students learn differently from each others.

- Teachers are willing to answer students’ questions or find a different way of explaining concepts

- Provide tokens or incentives through games or competitions; students like to play together for some sort of reward.

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if students did not “get it” the first time.

6. Having the necessary methods/tools/resources supported by professional development

- Teachers are knowledgeable and understanding of the concepts and materials they are teaching.

- Use technology and social media to communicate with students.

7. Encouragement of leadership at every level

- Teachers provide students with opportunities to explore their own interests and test their own strategies.

- Teachers teach students how to learn, how to study, and how to integrate material into what they already know.

- Student ambassadors or mentors, peer mediation in elementary schools.

- Providing students with an older student or student leader to ask questions helps them feel connected.

8. A purposeful environment

- Required students to participate and be involved in the lesson.

- Teachers find real world examples and helped students make connections between what they were learning and “real life”.

- Teachers help students understand how the material they are learning can help in the future.

- Developing common causes or goals to work towards as a school (e.g. volunteering for a cause, fundraising, or working together to make something happen).

9. Teamwork and collaboration

- Hands on and group activities to keep students moving and engaged.

- Teaches “share the spotlight” with students and encourage students to co-create or co-teach the course.

- Have theme days where students compete; such days offer opportunities to work together as a team.

- School events such as “every student gets a valentine”, events or activities that ensure no on in the school is left out.

10. Passion - Teachers exuded enthusiasm and humour.

- Teachers were willing to answer student questions or find different ways of explaining concepts.

- Teachers use interactive methods and incorporate technology.

- Teachers take the time to get to know students.

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APPENDIX C: STUDENT EVALUATION OF THE STUDENT CONFERENCE

WHAT WAS THE BEST PART OF YOUR DAY?

Students valued many parts of the day, including:

• The food (again, a highlight) • Having an opportunity to share their thoughts with others and use their voice. • Participating in the activities, including: Speak Up In A Box, icebreaker activities, the

gallery walk, world cafe. Speak Up In A Box was a favourite because as one student said, " I heard other opinions and learned a lot on how the school system could change"

• Meeting students from other schools and learning about their perspectives and experiences, having an opportunity to interact with others and gather ideas in a respectful environment.

• Feeling a sense of connection when realizing that students from other schools face the same issues and share the same opinions

• An opportunity to provide their ideas about what they would change and believing that it could happen

• The "Monkey See Monkey Do" video • Having an opportunity to be involved in fun activities with their friends • Hearing the excitement of others • Group activities in Gatineau Salon

" ...getting to share my ideas with the school board and talking to other students like me! Getting my ideas out there was important to me because I think that many people and other students can benefit from another student’s point of view; lunch because the food was great; got to socialize with other students like me."

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WHAT WOULD YOU IMPROVE OR CHANGE?

Several suggestions for changes were provided, including:

• More activities or a variety of activities for different personalities. • More time to discuss questions and get ideas on the paper. Several students wanted the

session to be longer. " It was so short! I was just getting into it and connecting when it had to end"

• Some found specific activities challenging (e.g. Speak Up In A Box) • Changing the structure of the groups - force students to separate from their schools;

make sure that the "shuffle" puts students in contacts with others • Ensure the leaders (purple people leaders) are well prepared and know the activities. • Some felt the activities were repetitive. • Shave smaller groups so more voices can be heard • Give students more information ahead of time to let them know what will be taking

place so they can prepare • Place more focus on solving the problems instead of being social with others • Inviting more students to get as many people as possible involved

ADDITIONAL COMMENTS

“Great time today; thanks so much for the opportunity because it taught me so much about what I can do and showed me so many people who believe the same as me." "Today was great, it’s great to know that my voice is important to you and that it’s being heard." "Thank you very much for an awesome day! Very much enjoyed the experience! Found it very inspiring/enlightening!"

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CONTRIBUTORS

ORIGINATORS:

Dr. Peter Gamwell, Superintendent of Instruction (Project Lead) Frank Wiley, Superintendent of Instruction Dorothy Baker, Principal of Leadership Development Theresa Dosaler, Lead Writer

COMMITTEE MEMBERS:

Dave Miller, Hyacinth Haddad, Jane Smith, Kimberly Elmer, Allison Fuisz, Lorraine Huppert, Matthew Gagnier, Patrick McCarthy, William Maloley, David Parsons, Aaron Hawley, John McKinnon, Mike Gagnier, and many more!

MINISTER STUDENT ADVISORY COUNCIL ADVISORS: Deborah Raji, Tony Bui, Ben O’Neil, Meghan Clarke, Noah Severino, Patrick Twagirayezu, Steven Hepburn, Catherine Kelly, Catherine Maciaszek

STUDENT COMMITTEE MEMBERS AND FACILITATORS:

NEPEAN HIGH SCHOOL

Isabel Estabrook, Baraa Arar, Claudia Perna, Kata Ashwood, Troy Martin, Rachel Roberts, Ayat Mansour, Keira Forse, Ally Bilenky, Elizabeth Stanton, Florence Tong, Alyssa Sernoskie, Tori Henfrycks, Zoe Kovac, Alina Corsone, Susie Laewen, Quinn Butler, Olivia Roberge, Jessica Saulnier-Porter, Victoria Petrelli

COLONEL BY SECONDARY SCHOOL

Cameron Amini, Emma Guenter, Emily Wang, Pablo Cardona, Michelle Wong, Theresa-Rose Kattickal, Sonia Qin, Alex Castro, Praveen Ragesegaran, Isaac Covitz, Charlie Knowles, Elizabeth Haig, Aditya Mohan, Keane Hamilton, Aisha Ryan

ADVISORS:

Jean Courtney, Ministry of Education Stephen Sliwa, Superintendent of Instruction Abdulgadir Ahmed, Student Trustee Stephen Xu, Student Trustee

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Published by Communications and Information Services in collaboration

with Leadership Development - January 2015

celebrate creative engagement: find your voice, use your voice · 2017. 3. 21. · ocdsb –...

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